A Comparison on Motivation in Learning English between Who Taught by Using Picture Stories and Who Taught by Using Conventional Technique of the Second Year Students’ of Madrasah Tsanawiyah Darul Hikmah Pekanbaru

This undergraduate thesis analyzes about giving reinforcement by teacher to motivate students in learning English. Language learning is not a set of easy steps that can be programmed in a quick do-it-yourself kit. People achieve fluency in a foreign language solely within the activity in the classroom. Process in the classroom become the important part to transfer knowledge so the result of the learning process will be maximal. Reinforcement is one of the important steps in learning, can be functioned to motivate students in learning process. There are three problems of this study, (1) Does teacher give reinforcement to motivate the students in learning English ? (2) What is the effect of reinforcement toward the students’ motivation in learning English? (3) What factors cause the unmotivated students in learning English? This research is designed as a qualitative research and conducted in odd semester at the Eight B grade of SMP Muhammadiyah I Way Jepara East Lampung Academic Year 2012/2013. As a source of data, the writer utilized two instruments to get the data by using observation and questionnaires. The analysis of the data used comparative method enclose reduction the data, categorization and synthesizing the data. The result of this analysis are (1) the teacher have given reinforcement in learning English, it can be proven by seeing percentage of the analysis result that 75 % teacher often use reinforcement in learning English and 25 % teacher rare use some activities that indicated the teacher have given reinforcement in learning English.(2) the students are motivated after getting reinforcement in Learning English. (3) some activities that cause students are unmotivated in Learning English. By studying and analyzing giving reinforcement in learning English, the writer expects an English teacher should give reinforcement in all learning process especially learning English and should avoid some factors that cause the students are unmotivated in learning English because by giving reinforcement in learning the students are motivated in learning English. It means that giving reinforcement by teacher can motivate students in learning English.

The purpose of this study aimed to investigate students’ English classroom goal structures, English learning motivation, and English learning achievement in junior high school, to discuss the differences among English classroom goal structures, learning motivation, and learning achievement based on personal background, as well as to make a prediction to learning achievement by English classroom goal structures and learning motivation The instrumentation was composed of three parts, including: personal information, English classroom goal structures scale, and English learning motivation scale. Participants in the study were 325 second-grade junior high school students in the northern district of Taipei city. The usable returned questionnaires were 309. The data collected from the questionnaires were analyzed by means of Descriptive statictics, T-test, one-way ANOVA, Pearson’s correlation analysis, and stepwise multiple regression analysis. The main findings of this study were as follows: 1. The students with different gender had no significantly different English classroom goal structures, English learning motivation, and English learning achievement. 2. The students with different English learning style after school had significantly different English classroom goal structures, English learning motivation, and English learning achievement. 3. The students with different traveling experience had significantly different English learning motivation and English learning achievement. 4. There was a correlation between English classroom goal structures and English learning motivation. 5. There was a significant positive correlation between English classroom goal structures and English learning achievement. 6. There was a significant positive correlation between English learning motivation and English learning achievement. 7. The effective predictors of English learning achievement were classroom master goal structure, self-affirm and learning requirement. According to the results of this study, the concrete suggestions were provided to the junior high school English teachers, the parents and the junior high school students. In addition, recommendations for further studies were also proposed.

In the Education sector, teaching and learning process still being a concern faced by the teacher and students in learning English Foreign Language. Some methods in teaching have been developed but in fact several obstacles still faced by EFL students in learning English. Teachers as educators still getting difficulties in exploring the methods or strategies in teaching which these problems infected to the students understanding and motivation in learning English. This writing aims to find out the suitable method used by the teacher and various problems faced by students in learning English. To find the answer of the problems the researcher used quantitative method with quasi-experimental design. Based on the results of the research data processed using the paired-sample t test, there were found significant differences before and after implementing the hypnoteaching method in learning English with alpha results less than 0.05, and the data of questionnaire mean of measure at 4.41 with Likert scale level in high category. This study is beneficial in enriching literature in the scope of English education study programs, especially in Indonesia and others adopting English as a foreign language as a matter of applying appropriate and a more effective learning methods

The aim of this study was to determine the students’ anxiety, motivation and attitude in learning English based on their socioeconomic status and English language achievement in National-type Tamil schools. Samples for this study comprised of 144 year 5 Indian students from four Tamil schools. Data for this study were collected by questionnaire adapted from instruments by Tsai & Chang (2013), Ghazvini & Khajehpour (2011) and Gaur (1985). The findings of this study showed that Indian students from urban and rural areas have a moderate level of anxiety in learning English. Students from both areas were instrumentally motivated and showed positive attitudes towards learning English. However, negative correlations were identified between English Language achievement and level of motivation in learning English as well as between daily spoken languages at home and with friends and the level of English language achievement. The result of this study also illustrated that level of motivation and attitude are positively correlated. In conclusion, the samples of this study showed high levels of anxiety as well as motivation and attitude in learning English. It is recommended that future research take more samples and include qualitative data to increase the reliability of the study.

There is no single magical formula for motivating students. Many factors affect a given student'smotivation to work and to learn. This study focused on the correlation between self assessmentand motivation in learning English of the Second Grade students of SMPN 6 Palembang. Thereare four objectives in this study:1) to find out how the second grade students of SMP N6Palembang motivation in learning English is; 2) to find out how the second grade students ofSMPN 6 Palembang self assessment is; 3) to find out whether or not there is any significantcorrelation between self assesment and motivation in learning English of The Second GradeStudents of SMPN6 Palembang; and 4) How much self assesment contribute to Students’motivation in learning English of The Second Grade Students of SMPN 6 Palembang. The datawere collected by using questionnaire of 70 students that were taken as the samples by usingrandom sampling. Then, it was analyzed by using Person’s Product Moment CorrelationCoefficient and the calculation was done by using SPSS (Statistical Package for Social Science).The result of the study showed that 72.9% of the second grade students of SMP N6 Palembanghad good motivation in learning English and 67.1% of the second grade students of SMPN 6Palembang also had good self assessment. In addition, the degree of correlation coefficientproved strong with the value of correlation 0.715 and self assessment itself contributed 51.1% tothe students’ motivation in learning English. From the above explanation, self assessmentproved significantly has a very important role in learning language especially English.Keywords: motivation, self assessment, English learning

This study aimed to evaluate the impact of using animated videos on students’ motivation in learning English. This research was conducted at MTsN 4 Guhang using an experimental-based approach. Class VIII.1 comprised 27 students as the experimental group, and the students of Class VIII.2 were in the control class with 27 students. The data is collected by using a questionnaire consisting of 24 items, in the form of a Likert scale. Based on the results of the independent sample t-test, there was a statistically significant difference in students’ motivation between the experimental class that used animated videos and the control class that received conventional instruction. The t-test produced a p-value of less than 0.001, indicating that the alternative hypothesis (H_a) was rejected. Therefore, it can be concluded that the use of animated videos effectively increases students’ motivation in learning English.

The increase number of Covid-19 outbreak has profoundly changed our education system. This condition has led the teachers to alter the face-to-face learning into online learning. Online learning emphasizes on the internet-based courses synchronously and asynchronously. Besides its technical problems, conducting online learning was said to be monotonous since the teachers preferred doing online tasking to providing effective learning experience. Further, this condition led to low students’ motivation in learning English. In other words, the students might be in boredom to participate and engage in the teaching- learning process owing to the monotonous learning. Most students were said to be late or even reluctant to complete the assignments. Therefore, the researcher conducted the Classroom Action Research dealing with the use of Google meet to improve the students’ motivation in learning English during the online learning. The research subject was the 7th grade students of SMP Negeri Satu Atap Jarit. The research was conducted in two cycles. In cycle I, it showed that there was an increase of students’ motivation in learning English. The increase of students’ motivation was 61, 8%. Meanwhile, in cycle II, the researcher found that the Google meet significantly improved the students’ motivation in learning English. The increase of students’ motivation was 79, 4%. The result showed that the students actively participate and engage in the teaching-learning process. The students were very enthusiastic to respond and answer the some questions, and share their ideas related to the topic of the meeting. In addition, the increase of students’ motivation influence the students to compose sentences correctly related to the given assignments. Based on the result of data analysis, the researcher drew a conclusion that the use of Google meet significantly improved the students’ motivation in learning English during the online learning.Keywords: Google meet, Learning English, Students’ Motivation

The Purpose of this study is to know the students’ motivation in learning English at the Eigth Grade of Junior High School Satria Dharma Perbaungan. The researcher took 44 students as the sample. This reseach used qualitative method. In collecting the data, the researcher distributed questionnaire to the respondents to measure their motivation in learning English. In analyzing the data, the questionnaire is assessed by rating scale. The result of this research showed that the students’ motivation in learning learning English is 59,31%, and it is categorized into good of motivation. Based on the research finding, it can be concluded that the students have high motivation in learning English.

The present study aimed to investigate the effects of an English instruction using flipped learning approach on upper secondary school students’ English oral communication ability, motivation in English learning, and opinions toward the English instruction using flipped learning approach. The participants were 48 twelfth-grade students who were studying in the second semester of the academic year 2014 in one upper secondary public school in Bangkok, Thailand. They had different English ability levels. During the eight-week instruction, the class followed four stages of flipped learning approach, namely experiential engagement, concept exploration, meaning making, and demonstration and application. The research instruments consisted of the speaking tasks, the motivation in English learning questionnaire, semi-structured interviews. The speaking scores obtained from speaking tasks were analyzed by using one-way repeated measure ANOVA was employed to compare within-subjects experimental group and Pos Hoc Tests using the Bonferroni correction was used to examine where the differences occurred between speaking tasks. Descriptive statistics and paired-sample t-test were used to compare the change in students’ motivation in English learning. In addition, the opinions of the participants were analyzed by using content analysis. The results revealed that participants’ English oral communication ability improved significantly and participants’ motivation in English learning were higher than before experiencing in the English instruction using flipped learning approach. The participants also mentioned that the instruction created engaging and active learning environment, provided more opportunities for learning and practicing inside and outside classroom, enhancing learner autonomy, and helping participants learn new content and vocabulary were the advantages of this instruction. The findings also suggest that flipped learning approach can be implemented to enhance English oral communication ability of upper secondary school students. In addition, the effects of flipped learning approach on other language skills including reading, writing, and listening skills should be explored in future research.

Anxiety about English is still felt in the learner at the college level, especially in dealing with reading sources in English . This study aims to see how individual factors (self-efficacy, belief, and motivation) effect the anxiety experienced by students in learning English . Research design use correlational research involving 100 students at UIN Sunan Gunung Djati Bandung from psychology faculty and faculty of education and teacher training. Sampling technique is using stratified random sampling. There are four instruments used which are Foreign Language Classroom Anxiety Scale, Children’s Self-efficacy Scale, The Beliefs about Language Learning Inventory (BALLI) and motivation in learning english instrument. Data is analysed using statistic analysis of multiple regression. Results show that this each following variables which are self-efficacy, belief, and motivation has significant correlation with anxiety in learning English. Besides, there is also significant correlation between self-efficacy, belief, motivation and anxiety in learning English.

This study aims to determine the motivation of students in learning English during the Covid-19 pandemic, with a specific focus on eighth-grade students at SMP Negeri 27 Makassar. And to explores the intrinsic and extrinsic factors that drive students’ motivation in English learning. The study utilized questionnaires and interviews as research instruments to collect data on student motivation levels. Data analysis was conducted using a 4-point Likert scale to determine the levels of intrinsic and extrinsic motivation. The findings of the study indicate that students at SMP Negeri 27 Makassar exhibited a remarkably high level of intrinsic motivation, driven by students' aspirations to enhance their understanding and proficiency in the English language. Additionally, the influence of extrinsic motivation factors showed a high level, attributed to the presence of a conducive learning environment and engaging teaching materials, which significantly contributed to student motivation. Overall, the level of student motivation in learning English during the Covid-19 pandemic at SMPN 27 Makassar, reaching 72.23, falls within the category of very high motivation. The Intrinsic factors instance perseverance in following English learning, feeling of necessity in English language learning, and the expectations and aspirations associated with English language learning play a crucial role in student intrinsic motivation. Additionally, the extrinsic factors instance a supportive learning environment, engaging teaching methods, and the availability of adequate learning facilities, significantly contribute to students' motivation.Keywords: Motivation, Motivational Factor, English Learning

This study was to determine the level of parental involvement, the level of students' motivation in learning English, and the correlation between parental involvement and students' motivation in learning English. This study used quantitative designs. The instruments of this study were questionnaires adapted from Ekiz and Kulmetov (2015) and Amin, Juriah, and Isa (2001) for measuring parental involvement and an adapted questionnaire for students’ motivation from the Attitude/Motivation Test Battery (2005). This study was conducted to 52 grade 10 – 12 Science students at a private school in Balikpapan enrolled in the first semester of the academic year 2021/2022. The results showed that parental involvement was moderate (M= 3.38). Specifically, parental involvement in terms of parents as motivators was high (M=3.55), while parents as educators (M=3.34) and parents as facilitators (M=3.12) were moderate. Moreover, the results showed that students’ motivation in learning English was high (M=3.82). Specifically, intrinsic motivation was high (M=4.17) and extrinsic motivation was moderate (M=3.40). Lastly, it was found that there was a significant correlation between parental involvement and students’ motivation in learning English as the results show p=.000 < 0.005, r=.537. Therefore, it is recommended that parents be more involved so students can be more motivated in learning English.

Motivation is an important factor in language learning, including English. Without motivation, a person will lose the spirit of learning which can affect their success. This study aims to determine the level of motivation of students in learning English and determine the type of motivation that is more dominant, namely intrinsic or extrinsic motivation. This study used descriptive qualitative method with instruments in the form of questionnaires and interviews. The research participants were 192 third-semester students studying at the language laboratory of Bandar Lampung University. The data were analyzed using a five-point Likert scale to measure the overall level of motivation and compare intrinsic and extrinsic motivation. The results showed that most students had a high level of motivation in learning English, with an average score of 4.26. The dominant motivation found was intrinsic motivation, with an average score of 4.26, compared to extrinsic motivation which had a score of 3.94. Students are more motivated to learn English for personal reasons such as interest in the English language and culture as well as the desire to improve communication skills. In conclusion, intrinsic motivation is more dominant than extrinsic motivation in learning English at the language laboratory of Bandar Lampung University. Therefore, it is recommended that teachers continue to support and enrich learning methods that can increase students' intrinsic motivation.

Objectives This study is to examine the mediating effect of class satisfaction in the effect of nursing students' English learning motivation on English learning continuity and the effect of nursing students' English learning motivation and English learning continuity. Methods 274 university students in J area were surveyed to measure their English learning motivation, class satisfaction, and level of English learning continuity, and descriptive statistical analysis was conducted. The correlation between the variables was calculated by the Pearson correlation coefficient, and the mediating effect of class satisfaction in the relationship between the subject's English learning motivation and English learning continuity was analyzed using Hayes (2013)'s PROCESS macro Model 4. Results The effect of English learning motivation on the mediating variable, class satisfaction, was statistically significant (β=.591, p<.001), and the effect of the independent variable, English learning motivation, on the dependent variable, English learning continuity was also statistically significant (β=.484, p<.001). In addition, as a result of conducting a mediated regression analysis by using English learning motivation, an independent variable, and class satisfaction, a parameter, as an independent variable, and English learning continuity as a dependent variable, the effect of English learning motivation on English learning continuity decreased compared to the previous one, but a positive relationship was still analyzed to be significant, indicating that class satisfaction had a partial mediating effect on the relationship between English learning motivation and English learning continuity of college students (β=.379, p<.001). Conclusions It was confirmed that nursing students' English learning motivation had a significant positive effect on liberal arts English class satisfaction and English learning continuity, and it was verified that liberal arts English class satisfaction positively mediated the relationship between English learning motivation and English learning continuity.

This study aims to analyze the form of correlation between students’ motivation in learning English and vocabulary mastery at the eighth grade students of SMP N 7 Surakarat in the 2022/2023 academic year. The researcher used the quantitative method. The research gave a questionnaire consisting of 30 items and vocabulary test to gather the data. The finding of this study indicated that there is a positive correlation between students’ motivation in learning English and vocabulary mastery. It is proven by the result of the calculation of rxy 0.556 > rtable in the significance 5% (0.361) and 1% (0.463). Then it could be concluded that the alternative hypothesis (Ha) is therefore deemed to be accepted and the null hypothesis (Ho) is rejected. In this research, it could be concluded that there is a positive correlation of the research between students’ motivation in learning English and students’ vocabulary mastery. That means the motivation in learning English has an impact, the better students’ vocabulary mastery. Key words: Motivation in learning English, Vocabulary mastery, Correlation study